“Neurological Efficiency,” Perception, and Personality

Honigfeld, Gilbert

doi:10.2466/pms.1962.15.2.531

Cited by 8 publications

(2 citation statements)

References 64 publications

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“…The general notion of individual differences in human performance has been around since the dawn of modern psychology 1 . One explanation for this diversity among individuals is the efficiency with which the nervous system functions when cognitive procedures are executed 2 , 3 . Increased efficiency is also assumed to underlie the developmental transition in skill learning from novice to expert 4 .…”

Section: Introductionmentioning

confidence: 99%

A pupillometric study of developmental and individual differences in cognitive effort in visual word recognition

Shechter

Hershman

2022

Sci Rep

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Throughout the history of modern psychology, the neural basis of cognitive performance, and particularly its efficiency, has been assumed to be an essential determinant of developmental and individual differences in a wide range of human behaviors. Here, we examine one aspect of cognitive efficiency—cognitive effort, using pupillometry to examine differences in word reading among adults (N = 34) and children (N = 34). The developmental analyses confirmed that children invested more effort in reading than adults, as indicated by larger and sustained pupillary responses. The within-age (individual difference) analyses comparing faster (N = 10) and slower (N = 10) performers revealed that in both age groups, the faster readers demonstrated accelerated pupillary responses compared to slower readers, although both groups invested a similar overall degree of cognitive effort. These findings have the potential to open up new avenues of research in the study of skill growth in word recognition and many other domains of skill learning.

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Section: Introductionmentioning

confidence: 99%

A pupillometric study of developmental and individual differences in cognitive effort in visual word recognition

Shechter

Hershman

2022

Sci Rep

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“…Several Other investigators, among whom Thurstone (1944) was perhaps the first, Studied the relationship between CFF and intelligence with varying results. These studies have been reviewed elsewhere (Honigfeld, 1962;Zlody, 1965).…”

Section: Cff and Agementioning

confidence: 99%

The Flicker‐fusion Test and Its Applications*

Misiak

1967

Trans NY Acad Sci

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It is known that successive flashes of light, when presented above a certain critical frequency -usually called ' critical flicker irequency (CFF) -a r e perceived a s steady continuous light. This phenomenon was systematically investigated a s early a s 1740 (Landis, 1951). Since that time a great deal has been learned about the various aspects of flicker and fusion of intermittent light. Some of this knowledge has been expressed in the form of laws such a s the Talbot-Plateau law (1834, 1835) and the Ferry-Porter law (1892, 1902). In the course of studies of flicker-fusion, various factors determining CFF have been established and described. It has been found that the characteristics of the light source, the physiological and psychological states of the observer, and the method of measuring the flicker-fusion threshold all affect the frequency at which light appears continuous and stable. In addition to the exploration of various parameters of flicker-fusion, attention has been paid to the question of the principal locus of the fusion process in the visual system -the retina, the visual nervous pathways, o r the visual cortex. Moreover, research has been conducted to understand the flicker-fusion phenomena in terms of neurophysiology and photochemistry. Several reviews summarize research in these various areas (Brown, 1965;Landis, 1954; Pi&on, 1965; Simonson & Broiek, 1952). A bibliography of flicker-fusion phenomena, prepared by Landis (1954), covered the period from 1740 to 1952 and contained 1,149 titles. About 40 more titles can be added for this period. Since 1952, we estimate, about 1,000 more studies dealing with flickerfusion phenomena have been published. In 1961 two international symposia, convened in Amsterdam, Holland, were devoted to flicker (Henkes & van der Tweel, 1964). Forty-five papers by investigators from 14 countries were presented at these symposia.In the last 25 years another orientation in flicker-fusion studies has emerged, namely, interest in the practical applications of flicker-fusion in clinical fields, and consequently in the development of a suitable flickerfusion test. After its successful use in such areas a s photometry, illumination, comparative study of animal vision, cinematography, and television, CFF is now being considered for its potential value a s a diagnostic aid and a research tool in fields such a s clinical neurology, ophthalmology, neurophysiology, gerontology, and psychopharmacology. It is t h i s potential value

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Visual perceptual abilities and intelligence in mental retardates

Allen

Haupt

Jones³

1965

J. Clin. Psychol.

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PROBLEMAlthough current intelligence tests such as the Revised Stanford Binet(') and the Wechsler scales(6) contain items tapping perceptual proc~88es, the relationship between perceptual functioning and intellectual efficienc still has not been definitively established. 8actor analytic studies(*-8 , 6 ) have found consistent1 that perceptual skills separate out as distinctL different from a general intellectual factor. This h u e is particularly important in relation to the education of mental retardates where the child with perceptual disturbances is handicapped in his ability to read, to compute and to maintain prolonged attention in the classroom. This stud investi ates the contribution of perce tual skilc to inteiectual functioning in a retar& population b cornparin4 scores on the Frostig Develop menta7 Test of Visual Perception(') with WISC results.METHOD Sixty-five educable retardates attending public school s ecial education classes were administered t ! e Frostig Test and the WISC. The Frostig test measures the followin five aspects of visual perceptual development: f) hand-e e coordination; 11) form constancy; 1111 igureground perception; IV) osition in space; and V) spatial relationships. T ! e total score is reflected as a perceptual quotient (PQ).Of the 65 retardates, the 20 obtaining high PQ scorn (good erformance) comprised the high perceiver ( H 4 group showin no marked impairments in the perce tual sdls tap ed by this teat. A second group of20 children wlo obtained low PQ scores (poor performance) constitute the low perceiver (LP) group, demonstrating marked defects in one or more areas of visual perceptual functioning. Table 1 presents the means, standard deviations, and the significance of the differences between the two groups' Fraqtig Test PQs, WISC verbal, performance and full scale IQs. RESULTS A N D DISCUSSIONThe division on the ba+s of perceptual skills clearly separates the Ss mto two bands of intellectual functioning. The H P group achieved borderline intelligence while the LPe obtained a mean WISC full scale I of 65.1, lacing them achieved &her scale scores on each of t\e 11 WISC subtests than the latter.' The greateat disparity in level of functioning was on the five performance subtests in which the HP children are significantly more proficient than the LP group. Comprehension and Vocabulary, of the six verbal subtests, most clearly differentiate between the two groups. The HP grou is consistently superior to LP children in vergal skills.These data indicate that the retarded child with apparently intact visual perceptual abilities is generally more efficient than the retarded child with impaired rceptual development as measured by the &C performance subtests. The H P group superiority appears to result from the more meanin ul Organization of the environfrom irrelevant faceta of the perceptual world. SUMMARY This study compared the performance of 65

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“Neurological Efficiency,” Perception, and Personality

Cited by 8 publications

References 64 publications

A pupillometric study of developmental and individual differences in cognitive effort in visual word recognition

A pupillometric study of developmental and individual differences in cognitive effort in visual word recognition

The Flicker‐fusion Test and Its Applications*

Visual perceptual abilities and intelligence in mental retardates

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